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The theoretical basis of the new curriculum reform what is

Pursuit of new curriculum in each of the formed theory with Chinese characteristics and the characteristics of the times of the curriculum and teaching theory. The theoretical basis of only the direct one dollar, not yuan, which is its guiding ideology and philosophical aspects of the theoretical basis of the decision. The Marxist educational thought, the epistemological basis of Marxist philosophy, absorbing the best ancient and modern teaching experience and theory with Chinese characteristics and the characteristics of the times of the curriculum and teaching theory system has taken shape, it is the epistemology of teaching . As for postmodernism, constructivism, pragmatism, multiple intelligence theory relations, we believe that the guidance of Marxism should be on these the theoretical basis of change. You Qizhe academic theorists at home and abroad, have recognized that these western philosophy in opposition to the essence of scientism, objectivism, rationalism, while arbitrary, have their own relativism, nihilism and the pluralism great limitations. part of the curriculum innovation in China to promote Only see these Deny the objectivity of scientific knowledge and useful, confusing process of social production of knowledge and personal knowledge of the formation process of social constructivism emphasizes the between individual knowledge and social knowledge is understood as the dialectical role of consultation and dialogue between individuals and students. And that the This came as a negative classroom lectures, activities, courses emphasize defense. promote teaching. The theory of situated learning from the actual situation, students can not understand the application of knowledge can not be called and criticized China's this misreading, mistranslation and they advocate teaching post-modernism and the radical constructivist view of knowledge, combined view, is as a theoretical basis for the new curriculum, which inevitably will be misleading in Primary School the new curriculum theory and practice, it is no wonder that basic education in China areas of the formation of an Here we just want to note, should not affect our new curriculum that the the new curriculum guidelines. To build and improve the characteristics of the times with Chinese characteristics and the theoretical system of curriculum and teaching, must take Marxism as guidance, criticism, transformation and learn from foreign theory. (■ Sun Zhendong Chen Hui Author: Southwest College of Education, 400715) to implement the process of curriculum theory in the creation date published a Contention some time ago has an implicit premise of the article: first, the new curriculum should be the theoretical foundation of the new curriculum, further reform. According to this thinking, the new curriculum reform should be the basis for a theory of curriculum implementation of the curriculum reform process, following the deductive logic, so the article on the proposed new curriculum, a clear theoretical basis for questioning. We believe that the current reform as its basic theory in the curriculum construction process technology, the new curriculum would be better to reform itself only as a course in a certain system of philosophy and curriculum framework based on The theoretical exploration of the process of curriculum theory is a practice of creation to try and one of the purposes is to find suitable practice, status and educational needs of our country, including the concept of knowledge, curriculum, teaching, etc. theoretical system of course, that our program philosophy. Canadian educators Mike. Fu-lan, and excitement, and sometimes counterintuitive. reference. Therefore, our theory requires a comprehensive curriculum, the theories reasonably absorb the beneficial nutrients. The absorption of what? How to absorb? This requires the process of curriculum reform to keep thinking and summary. We need to implement the new curriculum, curriculum theory realization of the process of creation. some might say, not without fear that the curriculum reform as a matter of education in the behavior of the whole country, involving all the primary and secondary students across the country and will affect the future of our country and the cause of education development, but not a clear theoretical guidance, and we are also in favor of the reform itself only as an attempt to explore a new theory, this claim is not a home regardless of what the future of Chinese education? We believe that this concern does not seem necessary. While the curriculum reform have not yet made clear what a doctrine as its theoretical basis, but we have a new set of ideas, and a complete new course curriculum framework as a practical support, as long as we practice good idea now , the current curriculum framework for the implementation of good, basic education reform, we have security, we explore the theory has also been protected. as ? No one has made a clear answer. However, the question now want to have a clear answer too early. The answer is explored, and we are explorers, we are on the road. (■ Cheng Shao-hong Author: Southwestern University School of Management) tradition is pushing not turn, and can not be replaced read newspapers out in China's education focus on What is the theoretical basis of The debate originated in the music and Ai Xing Yu Jin relegated to the article (hereinafter referred to as They do not agree with the diversity theory to blur the theoretical basis of the new curriculum reform, are opposed to blindly the theory of some foreign countries after the translation and assembly of the theory as a basis for curriculum reform, but on a platform of comprehensive development of the Marxist theory of knowledge and theory as our theoretical basis for curriculum reform. Since then,[link widoczny dla zalogowanych], scholars have endorsed this view expressed. Marx himself had his own theory on the practice of transplants carried out blind criticism. Marx in his later years, Russia is facing the revolution, the turn of the problems in Russia and Eastern nation, when he found himself originally put forward the theory that must not be copying. He repeatedly reminded and warned people, do not treat his dogmatic in the Because of the problems in different countries can not simply rely on a theory to answer, simply borrowed against the scientific spirit, we must seriously study the situation of different nationalities and conditions of their own history. from the debate, we see that, whether it is replaced with the construction of Marxist, post modernist point of view, or against only the Marxist theory as the sole basis for curriculum reform, advocates absorbing, comprehensive variety of theories to enrich and improve the new curriculum reform in theory, our vision is always in the full theory from the West. No matter how the curriculum reform to show that we must be local, insisted on the basis of the localization theory of the integration of foreign, but history and reality have repeatedly told us that in every moment of China's education reform, we always is too much to external search for a panacea for China's education reform, Herbart, Dewey, Kailov, Babanski, like Primakov, Bruner, Bloom, and so many foreign characters, along with its theoretical growth and development of Chinese education history, comparison, China's own cultural traditions of education are ignored, lost in the different stages, and from abroad educational theory in the dominant discourse.